Asking open-ended questions is a great way to actively involve your child in a good children’s book.
What is an open-ended question? Glad you asked.
Open-Ended Questions – A DefinitionThere are two types of questions:
• Open-ended questions
• Closed-ended questions Open-ended questions cannot be answered with one word answers such as “yes” or “no”.
For example:
• Why do you think the bear is feeling grumpy?
• How did the frog end up on top of the man’s head?
Open-ended questions often begin with:
• what
• how
• who
• why
The opposite of open-ended questions are closed-ended questions. Closed-ended questions can be answered with one or two word answers such as “yes” or “no”.
For example:
• Do you like ice-cream? Answer: Yes/No
• Do you want an apple? Answer: Yes/No
Closed-ended questions often begin with:
• Did you …?
• When …?
• Do you want to …?
• Will you …?
• Have you …?
Why Are Open-Ended Questions Better Than Closed-Ended Questions?
Open-ended questions encourage children to:
• use language. Instead of just answering ‘yes’ or ‘no (answers closed-ended questions often prompt)’, children need to give fuller answers that draw on a wider range of vocabulary. Hint: encourage children to use whole sentences when answering rather than just fragments or phrases.
• think about their answers and give details to reasonably answer the question.
• elaborate with details, express thoughts or offer an opinion
• be creative
• think of new ideas
• use imagination
• give more information
• problem-solve and use cognitive (intellectual) skills. Children must search for vocabulary and form sentences which conveys thoughts, opinions, ideas, etc. rather than simply answering “yes” or “no”
• build relationships. Children become more invested in the conversation when they have to actively engage in it with full sentences. They are able to relate something of meaning and respond to the person/people with whom they are communicating. In this way, open-ended questions be used to positively build and deepen relationships.
In contract to open-ended questions, closed-ended questions limit answers to one or two words and don’t allow for extra information, opinions, thoughts or the expansion of ideas and concepts. Closed-ended questions do not require the child actively engage in the conversation as they can remain disassociated. They do not have to give an opinion, explain thoughts, offer ideas. In reality, the thinking behind answering closed-ended questions needn’t be in-depth or take any great effort.
Open-Ended Questions & Children’s Self-Esteem
When children are asked open-ended questions, it shows them that their opinions, ideas, thought, feelings, etc, matter. After all, if you didn’t want to know, you wouldn’t ask.
Therefore, asking open-ended questions says to a child that their contribution matters. You want to know what they think. You value their opinion. You are genuinely interested in their ideas. All of this goes to strengthening your child’s positive self-esteem and self-image, as well as strengthening your relationship with your child.
Using Open-Ended Questions Together With Books
• Start with the cover.
Ask, “What do you think this story will be about?” Clues can be drawn from the illustration on the cover along with the title. This question involves the intellectual skills of prediction.
• As you read through the book, ask questions.
Sometimes I find it more productive to do this on the second reading of the book – especially if it’s a picture book that really has captured my child’s imagination. A child can sometimes become frustrated with the stopping and starting as all she/he wants to do is find out what happens next. How will the problem be solved? What will happen to the character? Will he make it out of this looming disaster okay?
Once the first reading of the picture book has been completed, the urgency has passed as the questions have been resolved. However, this is where the opportunity arises to revisit and relook at the story, expanding on ideas, thoughts, opinions and reasonings.
Great questions to ask on the second reading may include:
Why do you think ….?
What is happening ….?
Why is the …?
• Ask questions which help your child relate the story to their own life and experiences. For example,
What would happen if …… came to your house?
What would happen if ….. the fly landed on your birthday cake?
Using Open-Ended Questions With Closed-Ended Questions
Sometimes, it’s helpful to combine open end questions and closed questions together. For example, if you’re reading a book about a boy at the zoo, you could ask:
• Closed-ended question: Have you ever been to the zoo?
• Open-ended question: “What happened when you went there?” Or “What did you enjoy the most about going to the zoo?”
• Closed-ended question: “Which animal did you like the most?”
• Open-ended question: “Why did you like the … (giraffes)… the most?” “What did they do when you were watching them?”
In these examples, the closed-ended questions are used to establish facts upon which the open-ended questions can be used to expand the conversation with more information, details, thoughts, opinions, etc.
An Example of How to Use Open-Ended Questions With Books
Gotcha written by Gail Jorgensen
We’ve created a list of possible open-ended questions which can be used with the children’s picture book, “Gotcha”, which was written by Gail Jorgensen and illustrated by Kerry Argent.
Try writing your own list of open-ended questions relating to one of your favourite books. Try them out with your child. A word of warning: open-ended questions are designed to make your child think and use language more fully. However, there’s an added bonus. Coming up with these questions will also make you think! In general, we use a lot more closed-ended questions than open-ended questions in our daily conversations unless we purposefully set out to use the latter more often. You may be surprised how many closed-ended questions you use each day. Have fun creating open-ended questions in your conversations today. It’s very rewarding!
Parents who create a rapport with their kids usually do so by listening and creating an overall warm climate for relationship building. These practices also will maximize a child's overall sport experience.
One way to create such a climate is to use open-ended questions regularly. An open-ended question prompts the child to answer in more than one-word responses. For example, take the following closed-ended questions and see how easily they can be turned into more interactive questions:
"Did you win tonight?"
(closed-ended)
"Tell me about the game tonight." (open-ended)
"Do you like the coach? (closed-ended)"
"Tell me how you feel about the coach."
(open-ended)
The way in which you ask a question will determine the length and depth of the response. In closed-ended questions the responses are likely to be yes or no, while open-ended questions prompt the child to talk about how he or she feels.
So why is this important? It builds trust and rapport, helps with problem solving, and allows your child to vent when things aren't going so well. The key is to first ask important questions using the open-ended method, then remain quiet and listen closely to what your child says. Unfortunately, some parents do a good job of using open-ended questions, but fail when it comes to allowing their child ample time to respond.
Here are some quick pointers on how you can improve communication with your child:
Whenever possible, use open-ended questions when inquiring about your child's practices and games.
After you ask an open-ended question, stop talking and give your child ample time to think through and respond to your question fully (this means allowing her to finish, too!).
As your child responds to your questions, maintain a positive, healthy body language that allows for an open atmosphere. Head nods and "uh-hmms" can show you are tuned in.
If you are unclear about what your child is saying, or if you need additional information, try clarifying, summarizing, or paraphrasing.
When it comes to youth sports, especially with some of the inherent risks involved (i.e. sports burnout, supplement abuse, etc.) it's important to develop strong communication skills with your child. Open-ended questions will help you build stronger relationships and help you prevent (or quickly address) potential problems your child may be experiencing.
I asked ten-year-old Hailey, "What was the most exciting thing you did today?" She responded, "I got to jump rope outside with my friends. I learned a new trick too!" Her mother, who was standing beside her gasped and said, "You didn't mention that when I asked you how your day was!" The mom then turned to me and asked me why I got a response when she didn't. She went on to say that every day it was the same answer to her inquiry on her child's activities: fine, nothing, or OK. I sympathized with her and helped her to understand how asking the right question would get a better response.
Asking closed-ended questions that only require a yes or no response will receive limited responses. They make children feel as if they are being interrogated or being graded on their answer. And if you have experienced this type of response, then you know that asking further questions is fruitless. You will not get a better answer, in fact they may just clam up.
Do you like your new teacher?
Yes.
Did you make new friends?
No.
Is that your new book?
Yes.
Did you eat all your lunch?(No response)
Open-ended questions are an open invitation to share, to think critically and to solve problems. There are no right or wrong answers to an open-ended question and the answers are limitless and varied. When a child hears an open-ended question they think you really care about them and it conveys a feeling of importance in their response to you. They think through your question to express their ideas.
Sample Open-Ended Questions
Tell me about your day.
What was hard about your day?
Tell me what was really exciting about today.
What do you think is about to happen?
Do you think there is another way to _?
What do you notice about _?
How do you think we can make it work?
If you were the mom (or dad, or teacher, etc.), what kind of things would you do?
What would happen if we did this?
How can we fix this together?
What do you suppose ?
I wonder ___?
Sample Classroom Open-End Exercise
Encouraging Conversation Through Open-Ended Questions
Teachers have experience in using open ended questions to encourage conversation in the classroom. They know that asking children to clarify their thoughts leads to critical thinking and problem solving. In the same fashion, parents can phrase a question appropriately to produce a better response that may lead to a great conversation.
Mom: What do you think would make a great lunch tomorrow?
Child: Peanut Butter and Jelly!
Mom: How would you make it really interesting?
Child: I don't know. Wait, I would put banana and cinnamon on top. Then I would add some chocolate chips. Hey, mom do we have any of those?
This type of open-ended questioning helps a child to think through her ideas and to discover what works. It is an opportunity that allows for freedom of expression and parents can find out what children are truly thinking. Remember to really listen to your child's response so that you can comment and ask a follow-up question and keep the conversation going.
Here are some other suggestions to encourage conversation and to build critical thinking skills:
Start your questions with how, tell me, where, why, when, or what
Talk about their interests. Do they like to build, draw, sing or dance? For example, ask, "Tell me about your drawing."
Read a book together and then ask open-ended questions. For example, pause between pages to ask questions such as, "What do you think will happen next?" Also, talk about words they may not know and ask them what they think it means. This will help them to develop language skills, "Wow, that's a pretty neat word. Shimmer. What do you think it means?"
Play with your child. As you observe their actions, ask questions such as, "Why do you think that purple car goes faster than the red tractor?"
It may take some time to learn how to use open-ended questions. And, it may take time for your child to respond accordingly. Parents often make the mistake of answering questions or prompting children on what they believe is the correct answer. Allow your child to think through the question, wait briefly and then move on to something else. Be patient. Your child will begin to respond as you build respect for his thoughts and responses.
Engaging Students Through Effective Questions
In what ways might questioning techniques improve student learning? What kinds of questions enable educators to tap into different parts of the cognitive domain? How can questions engage students when their attention begins to wander? Many questions at the lower levels of Bloom’s Taxonomy – particularly knowledge and comprehension – are closed-ended questions. Higher order reasoning, such as synthesis and evaluation, is stimulated through the use of open-ended questions. Asking an open-ended question is a way to elicit discussion, brainstorm solutions to a problem, or create opportunities for thinking outside the box. The highest-order open-ended questions engage students in dynamic thinking and learning, where they must synthesize information, analyze ideas, and draw their own conclusions, preparing them for the larger community, where few issues are black-and-white. Adolescents need to become critical thinkers, find their own voice, and be recognized for having opinions that matter.
Good teaching is more a giving of right questions than a giving of right answers. - Josef Albers (1888-1976)
My youngest son Robbie, aged 12, often asks thought-provoking questions. Every few days he surprises me with a topic that seems to come out of the blue. Responding appropriately and respectfully can be a real challenge for me. Here are some examples of questions he has posed recently:
Who invented the alphabet?
Do dogs have feelings like we do?
How do people measure the height of a mountain? Why do we use the same word (“love”) to describe what we feel for family members and also to describe romantic feelings?
If you were alone in the house, and the phone was disconnected, and a robber was coming in, what would you do?
Which way will my paper airplane fly farther – if I point it up or if I point it sideways?
How do painkillers work?
What would you do if you knew you only had two days to live?
and many, many more, often beginning with “What would happen if …?”
There are no easy answers to any of the above questions, and they are great conversation-starters. What I like about Robbie’s questions is that they open up ways to explore what other people might think, not just about the question itself, but also about related topics. Thanks to Robbie’s open-ended questioning technique, he and I have discussed ancient Egypt, the nature of emotions, the scientific process, the use of drugs, personal values, slide-rules, mathematical principles, safety procedures, and many other assorted subjects. Often I respond to Robbie’s query with another question, such as “What do you think?” He is quick to divulge his opinion, and the great debate begins.
One of the reasons I am so intrigued by Robbie’s questions is that, somewhere along the way to adulthood, I began to forget how to ask wide-open questions. When I was a student in school, I was so busy learning the answers, I forgot how to ask the really deep questions. As a teacher, I had to re-learn questioning techniques in order to engage students in their learning. That’s because I couldn’t help noticing the students’ eyes glaze over when I went off on a long-winded tangent. A thought-provoking question could bring them back to the subject, though, and that’s when I saw the wheels start turning. The right questions can get learners talking, discussing, reflecting, and writing their thoughts. That’s when they really begin to “own” their learning.
In what ways might questioning techniques improve student learning? What kinds of questions enable educators to tap into different parts of the cognitive domain? How can questions engage students when their attention begins to wander?
Student Engagement
Like many teachers, I have seen my students begin to doodle or show signs of boredom as I explained a point or waxed eloquent about the subject under discussion. When I first saw this happen during the early years of my teaching career, my initial response was to talk faster or louder, gesticulate, write on the board, or otherwise enliven my performance. But I’ve changed. Now, when I notice the students’ attention waning, I immediately reconnect with them in a very different way. How? Instead of trying to keep the focus on my message, I reverse the focus so it is squarely with the students. I stop talking and start asking questions.
For example, I was recently teaching communications students about the changes that have taken place in the English language over the past hundred years. When I detected some of the students losing interest, I stopped right in the middle of a sentence. I waited a moment, and then I asked them: “Turn to the person next to you and, together, make a list of ten words that you think are recent additions to the English language. You have five minutes for this exercise. Then we will compare your ideas. Go!”
The students looked at each other and started talking. Those who had been daydreaming immediately got down to work because of the immediate attention from their “shoulder partners.”
Asking secondary students insightful questions has many benefits for professional teaching practice. Whether the response is intended to be written, spoken, dramatized, or conveyed in some other manner, it will provide feedback on how successful the lesson was in stimulating their thought processes. The students will reflect on their learning through higher-level thinking processes such as analysis, synthesis, comparison, or summation. Finally, students are more likely to remember what they have learned when they explore the implications of their learning.
Benjamin Bloom is credited with developing a way to categorize levels of reasoning skills in the 1950s. His taxonomy of questions is a widely-accepted framework that many teachers use to guide their students through the learning process. Though not necessarily sequential, the hierarchy of Bloom’s Taxonomy is often depicted as a pyramid, with simple knowledge-based recall questions at the base. Questions higher on the pyramid are more complex and demand higher cognitive skills from the students.
Bloom’s Taxonomy provides a structure for developing questions that encourage students to think on different levels. In order, the levels are:
Evaluation (apply criteria to defend the conclusion)
Within each level, closed-ended and open-ended questions can be constructed to engage students in different kinds of cognition.
Closed-ended and Open-ended Questions
Let’s consider two common forms of questions: closed-ended and open-ended. A closed-ended question (sometimes called a convergent question) is a way to find a specific answer. These questions can usually be answered with one or two words. Closed questions work well for simple recall, to determine whether students understand a concept or for review.
Closed-ended questions are common in everyday communication situations. We use them when we need specific information quickly:
What time is dinner?
How much did that cost?
Have you finished your work?
Who won the soccer game?
Closed-ended questions and statements are appropriate on a pop quiz, to check for understanding, or to determine whether students completed their homework. However, for other purposes, their effectiveness is limited. For example, they are not effective when you want students to open up and freely express feelings or ideas. Closed questions do not usually encourage reflective dialogue or creative thinking. Faced with a barrage of closed-ended questions, students sometimes feel that they are being interrogated. Similarly, they may interpret a series of closed questions as an attempt by the teacher to control the direction of the discussion.
Another often-overlooked danger in closed-ended questions is that the question itself could be misleading. For example, young children will ask, “Is Santa Claus real?” Phrasing the question in this manner suggests that Santa Claus has physical characteristics; taken as a closed-ended question, it precludes discussion of the spirit of Christmas or the nature of contemporary Christmas traditions. Indeed, most children who ask this question are just becoming aware of symbols and metaphors, so I prefer to interpret the query as a child’s effort to begin a discussion about Christmas and gift-giving. It is an opportunity to enter into an open-ended dialogue about who or what Santa Claus represents, the reason(s) that people give gifts, whether a true gift needs recognition of the giver, our own roles in our families and communities, and other related ideas as the conversation unfolds.
Many questions at the lower levels of Bloom’s Taxonomy – particularly knowledge and comprehension – are closed-ended questions. Higher order reasoning such as synthesis and evaluation is stimulated through the use of open-ended questions.
Asking an open-ended question (sometimes called a divergent question) is a way to elicit discussion, brainstorm solutions to a problem, or create opportunities for thinking outside the box. The highest-order open-ended questions engage students in dynamic thinking and learning, where they must synthesize information, analyze ideas and draw their own conclusions. Some examples are:
How did you solve the numbers problem?
What do you think will happen in this experiment?
Open-ended questions can also be phrased as commands or statements:
Describe how photosynthesis works.
Please explain the main character’s motives.
When students believe that you have a “correct answer” in mind, they are slow to respond. On the other hand, a true open-ended question sincerely invites authentic reflection and discussion.
Questions such as the above invite the students to elaborate on their thoughts without limiting the direction of the discussion. That’s because, like the response to Robbie’s questions, a respectful answer will be longer than a word or phrase. Instead, an appropriate response requires at least a few sentences or paragraphs. Beware! Answers to open-ended questions can surprise and baffle even the most experienced educators.
Engaging Students at a Deeper Level
For the purpose of student engagement, an open-ended question is a powerful tool that any teacher can employ. I am not talking about an occasional question thrown out to the class. Nor do I mean a rhetorical question, to which the teacher has a pre-conceived answer. When students believe that you have a “correct answer” in mind, they are slow to respond. On the other hand, a true open-ended question sincerely invites authentic reflection and discussion.
In the larger community outside the classroom walls, few issues are black-and-white. That’s why, in order to become fully contributing members of our society, adolescents need to become critical thinkers, find their own voice, and be recognized for having opinions that matter. Innovative thinking is valued in our fast-changing society, and our classroom questioning techniques can help prepare young adults for what lies ahead.
Formulating open-ended questions is often more difficult than designing closed-ended questions. Open-ended questions or statements are most appropriate when you want to:
Brainstorm ideas
Problem-solve
Look for lots of information
Encourage thinking “outside the box”
Resolve conflict
Negotiate agreement
Elicit higher-level thinking such as application, analysis, synthesis and evaluation
Effective teachers use a combination of open and closed questions, depending on their purpose. In designing lesson plans, we keep in mind learning outcomes. As our lesson plan becomes more specific and detailed, we ask ourselves, “What is my objective?” or “What kind of question will help achieve the learning outcome?”
Let’s say that you are teaching a lesson on poetry. You have already motivated the students by linking poetry with music. Perhaps you have discussed how the lyrics and melody of a song reinforce the theme. Now it’s time to see if the learners understand a poem that was assigned for homework. Whether you ask the initial questions orally or in writing, you want to “warm up” your students with some relatively straightforward, closed questions (simple recall) such as:
What is the name of the poem you read last night?
Who is the author?
What is the subject of the poem?
Did you understand it? Did you like it?
After three or four such closed questions, students are ready to think about and respond to some open-ended, higher-level questions, such as:
Why do you think the author wrote this poem?
What mood did he intend to convey?
What did you like or dislike about this poem?
A similar technique can be utilized in designing quizzes. In setting the questions, I usually begin the quiz with relatively straight-forward recall or recognition questions before moving to more complex, open-ended questions.
Once students are familiar with different questioning styles, they can be asked to design their own questions. For example, students who are dissecting a frog might be required to compose three closed-ended questions and three open-ended questions about that activity. The nature and depth of their questions will often surprise even the most experienced educators. They might be ready to explore the concept of metacognition and/or Bloom’s taxonomy of questions.
Since the term “metacognition” was coined by John Flavell in the 1970s, the concept has become an important part of the ongoing dialogue about student learning. Metacognition – i.e., an individual’s awareness of his or her thought processes – requires an ability to stand back and observe oneself. Most adolescent learners are mature enough to review their progress, identify their achievements, and chart their direction.
Inside and outside the classroom, we all need to be mindful of open-ended questions that masquerade as closed questions. When a student asks me, “Should I go to college?” he has phrased his question as if it is closed-ended. In reality, this is an example of an open-ended question disguised as a closed question. The person asking the question does not want a one-word answer “Yes” or “No.” The underlying message I take from this question is that the student wants to talk about the implications of pursuing a post-secondary education, whether making the commitment is a good idea, how much it will cost, and who knows what else.
Parent-Teacher Communication
Meeting parents in person is an ideal time to ask open-ended questions. The purpose? To learn something unique about each student from the parent’s perspective. On Parent-Teacher night, parents sometimes have to wait in line to meet their child’s teacher. Those few minutes are precious. How can they best be utilized? I have engaged parents and learned more about my students by having paper and pens handy, with open-ended questions or statements that will provide insight into my students’ needs and abilities, or parental expectations – questions such as:
What would you like me to know about your son/daughter?
What are your thoughts about homework?
What do you hope your son/daughter will achieve in this class this year?
Of course, questions should be tailored to meet different objectives or to reach out to specific communities of learners.
Conclusion
When we ask open-ended questions of ourselves and our students, the answers sometimes surprise us. Here are some sample questions you might ask of yourself or your students to explore your thoughts:
If I were not in school right now, I would be ….
The most amazing thing that happened to me …
I think school could be …
I wish people would …
My idea of happiness is …
In five years, I want to …
In moments of weakness I …
My worst fear is …
My greatest hope is …
I’m good at …
I’m not good at …
I live by this principle:
So, go ahead. Ask an open-ended question and explore the cognitive domain. You never know what you might learn.
About the author
Mary-Anne Neal
Mary-Anne Neal, MEd, taught secondary school for 15 years and is now an Associate Faculty member of Royal Roads University, where she teaches school principals in the Master of Educational Leadership and Management program, online and face-to-face, in Canada, the U.S. and China.
PSSA PREP
simile a comparison using like or as
metaphor A comparison of two or more things not using like or as hyperbole Exaggeration or overstatement. personification Giving human-qualities to non-human things irony Something happens that was the opposite of what was expected. bias A judgment based on a personal point of view.
author's purpose The author's intent either to inform or teach someone about something, to entertain people, or to persuade or convince their audience to do or not do something. alliteration The repetition of initial consonant sounds in neighboring words. allusion An implied or indirect reference in literature to a familiar person, place or event. autobiography The story of a person's life written by himself or herself. biography The story of a person's life written by someone other than the subject of the work. Cause and Effect Cause statements stem from actions and events, and effects are what happen as a result of the action or event. Characterization The method an author uses to reveal characters and their various personalities. Climax the high point of suspense in a short story or novel. compare To find the similarities between two things. conflict The problem or struggle in a short story or novel. context clues Information from the reading that identifies a word or group of words. contrast To find differences between two things. dialogue conversation between people in a literary work Differentiate Distinguish, tell apart and recognize differences between two or more items. Editorials A newspaper or magazine article that gives the opinions of the editors or publishers; an expression of opinion that resembles such an article. Exaggeration To make an overstatement or to stretch the truth. Fiction A story or novel that is not true; it is made up from the imagination. Figurative Language Language that cannot be taken literally since it was written to create a special effect or feeling. First Person A personal point of view using the "I" point of view. May also contain me, our, we, us. Free Verse Poetry that does not have meter or rhyme scheme. It sounds more like regular speech. Generalization A conclusion, drawn from specific information, that is used to make a broad statement about a topic or person. Imagery A word or group of words in a literary work which appeal to one or more of the senses: sight, taste, touch, hearing and smell using figurative language. Inference understandings gained by "reading between the lines" Informational Text It is nonfiction, written primarily to convey factual information. (e.g., textbooks, newspapers, reports, directions, brochures, technical manuals, etc.). Sarcasm The use of a word or phrase to mean the exact opposite of its literal or usual meaning Limerick A light or humorous verse form of five lines, of which lines 1, 2 and 5 rhymes and lines 3 and 4 rhyme. Main Idea The main idea is the author's central thought; the topic sentence of a paragraph. Meter The repetition of stressed and unstressed syllables in a line of poetry. Mood The emotion created in the reader Narrative Text that tells a story. It may contain dialogue. Nonfiction Writing that is true. Onomatopoeia The use of words whose sounds express or suggest their meaning (ex.: hiss, pop, bang) Plot The sequence in which the author arranges events in a story. The structure often includes the rising action, the climax, the falling action and the resolution. Point of view who tells the story (1st, 2nd, 3rd person) Problem/Solution An organizational structure in nonfiction texts, where the author typically presents a problem and possible solutions to it. Compare/Contrast An organizational structure in nonfiction texts, where the author typically finds the similarities and differences between two objects. Sequence An organizational structure in nonfiction texts, where the author typically shows an order of events in time order OR by using time order words (first, second, next, then). Name-calling propaganda an attack on a person instead of an issue. bandwagon propaganda attempts to persuade the reader to do, think or buy something because it is popular or because "everyone" is doing it red herring propaganda attempt to distract the reader with details not relevant to the argument emotional appeal propaganda attempt to persuade the reader by using words that appeal to the reader's emotions instead of to logic or reason. testimonial propaganda to persuade the reader by using a famous person to endorse a product or idea (for instance, the celebrity endorsement). repetition propaganda attempts to persuade the reader by repeating a message over and over again. sweeping generalization (stereotyping) propaganda makes an oversimplified statement about a group based on limited information. circular argument propaganda states a conclusion as part of the proof of the argument. appeal to numbers, facts, or statistics propaganda attempts to persuade the reader by showing how many people think something is true. solution The solution to the conflict of the story. Rhyme Identical or very similar recurring final sounds in words usually at the end of lines of a poem. Rhythm The pattern or beat of a poem. Setting The time and place in which a story unfolds. Sonnet A lyric poem of fourteen lines whose rhyme scheme is fixed. Symbolism A device in literature where an object represents an idea. Theme a major idea broad enough to cover the entire scope of a literary work. Third Person the "third person" point of view presents the events of the story from a narrator's point of view (he, she, it, they, them, their, her, his, or character's names are used) Tone The attitude of the author toward the audience and characters (e.g., serious or humorous). propaganda used to influence people to believe, buy, or do something.
How To Use Open-Ended Questions With Children
What is an open-ended question? Glad you asked.
Open-Ended Questions – A DefinitionThere are two types of questions:
• Open-ended questions
• Closed-ended questions
Open-ended questions cannot be answered with one word answers such as “yes” or “no”.
For example:
• Why do you think the bear is feeling grumpy?
• How did the frog end up on top of the man’s head?
Open-ended questions often begin with:
• what
• how
• who
• why
The opposite of open-ended questions are closed-ended questions. Closed-ended questions can be answered with one or two word answers such as “yes” or “no”.
For example:
• Do you like ice-cream? Answer: Yes/No
• Do you want an apple? Answer: Yes/No
Closed-ended questions often begin with:
• Did you …?
• When …?
• Do you want to …?
• Will you …?
• Have you …?
Why Are Open-Ended Questions Better Than Closed-Ended Questions?
Open-ended questions encourage children to:• use language. Instead of just answering ‘yes’ or ‘no (answers closed-ended questions often prompt)’, children need to give fuller answers that draw on a wider range of vocabulary. Hint: encourage children to use whole sentences when answering rather than just fragments or phrases.
• think about their answers and give details to reasonably answer the question.
• elaborate with details, express thoughts or offer an opinion
• be creative
• think of new ideas
• use imagination
• give more information
• problem-solve and use cognitive (intellectual) skills. Children must search for vocabulary and form sentences which conveys thoughts, opinions, ideas, etc. rather than simply answering “yes” or “no”
• build relationships. Children become more invested in the conversation when they have to actively engage in it with full sentences. They are able to relate something of meaning and respond to the person/people with whom they are communicating. In this way, open-ended questions be used to positively build and deepen relationships.
In contract to open-ended questions, closed-ended questions limit answers to one or two words and don’t allow for extra information, opinions, thoughts or the expansion of ideas and concepts. Closed-ended questions do not require the child actively engage in the conversation as they can remain disassociated. They do not have to give an opinion, explain thoughts, offer ideas. In reality, the thinking behind answering closed-ended questions needn’t be in-depth or take any great effort.
Open-Ended Questions & Children’s Self-Esteem
When children are asked open-ended questions, it shows them that their opinions, ideas, thought, feelings, etc, matter. After all, if you didn’t want to know, you wouldn’t ask.Therefore, asking open-ended questions says to a child that their contribution matters. You want to know what they think. You value their opinion. You are genuinely interested in their ideas. All of this goes to strengthening your child’s positive self-esteem and self-image, as well as strengthening your relationship with your child.
Using Open-Ended Questions Together With Books
• Start with the cover.
Ask, “What do you think this story will be about?” Clues can be drawn from the illustration on the cover along with the title. This question involves the intellectual skills of prediction.
• As you read through the book, ask questions.
Sometimes I find it more productive to do this on the second reading of the book – especially if it’s a picture book that really has captured my child’s imagination. A child can sometimes become frustrated with the stopping and starting as all she/he wants to do is find out what happens next. How will the problem be solved? What will happen to the character? Will he make it out of this looming disaster okay?
Once the first reading of the picture book has been completed, the urgency has passed as the questions have been resolved. However, this is where the opportunity arises to revisit and relook at the story, expanding on ideas, thoughts, opinions and reasonings.
Great questions to ask on the second reading may include:
Why do you think ….?
What is happening ….?
Why is the …?
• Ask questions which help your child relate the story to their own life and experiences. For example,
What would happen if …… came to your house?
What would happen if ….. the fly landed on your birthday cake?
Using Open-Ended Questions With Closed-Ended Questions
Sometimes, it’s helpful to combine open end questions and closed questions together. For example, if you’re reading a book about a boy at the zoo, you could ask:• Closed-ended question: Have you ever been to the zoo?
• Open-ended question: “What happened when you went there?” Or “What did you enjoy the most about going to the zoo?”
• Closed-ended question: “Which animal did you like the most?”
• Open-ended question: “Why did you like the … (giraffes)… the most?” “What did they do when you were watching them?”
In these examples, the closed-ended questions are used to establish facts upon which the open-ended questions can be used to expand the conversation with more information, details, thoughts, opinions, etc.
An Example of How to Use Open-Ended Questions With Books
Try writing your own list of open-ended questions relating to one of your favourite books. Try them out with your child.
A word of warning: open-ended questions are designed to make your child think and use language more fully. However, there’s an added bonus. Coming up with these questions will also make you think! In general, we use a lot more closed-ended questions than open-ended questions in our daily conversations unless we purposefully set out to use the latter more often. You may be surprised how many closed-ended questions you use each day. Have fun creating open-ended questions in your conversations today. It’s very rewarding!
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Building Rapport with Your Kids
Parents who create a rapport with their kids usually do so by listening and creating an overall warm climate for relationship building. These practices also will maximize a child's overall sport experience.
One way to create such a climate is to use open-ended questions regularly. An open-ended question prompts the child to answer in more than one-word responses. For example, take the following closed-ended questions and see how easily they can be turned into more interactive questions:
"Did you win tonight?"
(closed-ended)
"Tell me about the game tonight." (open-ended)
"Do you like the coach? (closed-ended)"
"Tell me how you feel about the coach."
(open-ended)
The way in which you ask a question will determine the length and depth of the response. In closed-ended questions the responses are likely to be yes or no, while open-ended questions prompt the child to talk about how he or she feels.
So why is this important? It builds trust and rapport, helps with problem solving, and allows your child to vent when things aren't going so well. The key is to first ask important questions using the open-ended method, then remain quiet and listen closely to what your child says. Unfortunately, some parents do a good job of using open-ended questions, but fail when it comes to allowing their child ample time to respond.
Here are some quick pointers on how you can improve communication with your child:
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Open-Ended Questions And Critical Thinking
I asked ten-year-old Hailey, "What was the most exciting thing you did today?" She responded, "I got to jump rope outside with my friends. I learned a new trick too!" Her mother, who was standing beside her gasped and said, "You didn't mention that when I asked you how your day was!" The mom then turned to me and asked me why I got a response when she didn't. She went on to say that every day it was the same answer to her inquiry on her child's activities: fine, nothing, or OK. I sympathized with her and helped her to understand how asking the right question would get a better response.
Asking closed-ended questions that only require a yes or no response will receive limited responses. They make children feel as if they are being interrogated or being graded on their answer. And if you have experienced this type of response, then you know that asking further questions is fruitless. You will not get a better answer, in fact they may just clam up.
Do you like your new teacher?
Yes.
Did you make new friends?
No.
Is that your new book?
Yes.
Did you eat all your lunch?(No response)
Open-ended questions are an open invitation to share, to think critically and to solve problems. There are no right or wrong answers to an open-ended question and the answers are limitless and varied. When a child hears an open-ended question they think you really care about them and it conveys a feeling of importance in their response to you. They think through your question to express their ideas.
Sample Open-Ended Questions
Sample Classroom Open-End Exercise
Encouraging Conversation Through Open-Ended Questions
Teachers have experience in using open ended questions to encourage conversation in the classroom. They know that asking children to clarify their thoughts leads to critical thinking and problem solving. In the same fashion, parents can phrase a question appropriately to produce a better response that may lead to a great conversation.
Mom: What do you think would make a great lunch tomorrow?
Child: Peanut Butter and Jelly!
Mom: How would you make it really interesting?
Child: I don't know. Wait, I would put banana and cinnamon on top. Then I would add some chocolate chips. Hey, mom do we have any of those?
This type of open-ended questioning helps a child to think through her ideas and to discover what works. It is an opportunity that allows for freedom of expression and parents can find out what children are truly thinking. Remember to really listen to your child's response so that you can comment and ask a follow-up question and keep the conversation going.
Here are some other suggestions to encourage conversation and to build critical thinking skills:
It may take some time to learn how to use open-ended questions. And, it may take time for your child to respond accordingly. Parents often make the mistake of answering questions or prompting children on what they believe is the correct answer. Allow your child to think through the question, wait briefly and then move on to something else. Be patient. Your child will begin to respond as you build respect for his thoughts and responses.
Engaging Students Through Effective Questions
In what ways might questioning techniques improve student learning? What kinds of questions enable educators to tap into different parts of the cognitive domain? How can questions engage students when their attention begins to wander? Many questions at the lower levels of Bloom’s Taxonomy – particularly knowledge and comprehension – are closed-ended questions. Higher order reasoning, such as synthesis and evaluation, is stimulated through the use of open-ended questions. Asking an open-ended question is a way to elicit discussion, brainstorm solutions to a problem, or create opportunities for thinking outside the box. The highest-order open-ended questions engage students in dynamic thinking and learning, where they must synthesize information, analyze ideas, and draw their own conclusions, preparing them for the larger community, where few issues are black-and-white. Adolescents need to become critical thinkers, find their own voice, and be recognized for having opinions that matter.
Good teaching is more a giving of right questions than a giving of right answers. - Josef Albers (1888-1976)
My youngest son Robbie, aged 12, often asks thought-provoking questions. Every few days he surprises me with a topic that seems to come out of the blue. Responding appropriately and respectfully can be a real challenge for me. Here are some examples of questions he has posed recently:
Why do we use the same word (“love”) to describe what we feel for family members and also to describe romantic feelings?
and many, many more, often beginning with “What would happen if …?”
There are no easy answers to any of the above questions, and they are great conversation-starters. What I like about Robbie’s questions is that they open up ways to explore what other people might think, not just about the question itself, but also about related topics. Thanks to Robbie’s open-ended questioning technique, he and I have discussed ancient Egypt, the nature of emotions, the scientific process, the use of drugs, personal values, slide-rules, mathematical principles, safety procedures, and many other assorted subjects. Often I respond to Robbie’s query with another question, such as “What do you think?” He is quick to divulge his opinion, and the great debate begins.
One of the reasons I am so intrigued by Robbie’s questions is that, somewhere along the way to adulthood, I began to forget how to ask wide-open questions. When I was a student in school, I was so busy learning the answers, I forgot how to ask the really deep questions. As a teacher, I had to re-learn questioning techniques in order to engage students in their learning. That’s because I couldn’t help noticing the students’ eyes glaze over when I went off on a long-winded tangent. A thought-provoking question could bring them back to the subject, though, and that’s when I saw the wheels start turning. The right questions can get learners talking, discussing, reflecting, and writing their thoughts. That’s when they really begin to “own” their learning.
In what ways might questioning techniques improve student learning? What kinds of questions enable educators to tap into different parts of the cognitive domain? How can questions engage students when their attention begins to wander?
Student Engagement
Like many teachers, I have seen my students begin to doodle or show signs of boredom as I explained a point or waxed eloquent about the subject under discussion. When I first saw this happen during the early years of my teaching career, my initial response was to talk faster or louder, gesticulate, write on the board, or otherwise enliven my performance. But I’ve changed. Now, when I notice the students’ attention waning, I immediately reconnect with them in a very different way. How? Instead of trying to keep the focus on my message, I reverse the focus so it is squarely with the students. I stop talking and start asking questions.
For example, I was recently teaching communications students about the changes that have taken place in the English language over the past hundred years. When I detected some of the students losing interest, I stopped right in the middle of a sentence. I waited a moment, and then I asked them: “Turn to the person next to you and, together, make a list of ten words that you think are recent additions to the English language. You have five minutes for this exercise. Then we will compare your ideas. Go!”
The students looked at each other and started talking. Those who had been daydreaming immediately got down to work because of the immediate attention from their “shoulder partners.”
Asking secondary students insightful questions has many benefits for professional teaching practice. Whether the response is intended to be written, spoken, dramatized, or conveyed in some other manner, it will provide feedback on how successful the lesson was in stimulating their thought processes. The students will reflect on their learning through higher-level thinking processes such as analysis, synthesis, comparison, or summation. Finally, students are more likely to remember what they have learned when they explore the implications of their learning.
Benjamin Bloom is credited with developing a way to categorize levels of reasoning skills in the 1950s. His taxonomy of questions is a widely-accepted framework that many teachers use to guide their students through the learning process. Though not necessarily sequential, the hierarchy of Bloom’s Taxonomy is often depicted as a pyramid, with simple knowledge-based recall questions at the base. Questions higher on the pyramid are more complex and demand higher cognitive skills from the students.
Bloom’s Taxonomy provides a structure for developing questions that encourage students to think on different levels. In order, the levels are:
Within each level, closed-ended and open-ended questions can be constructed to engage students in different kinds of cognition.
Closed-ended and Open-ended Questions
Let’s consider two common forms of questions: closed-ended and open-ended. A closed-ended question (sometimes called a convergent question) is a way to find a specific answer. These questions can usually be answered with one or two words. Closed questions work well for simple recall, to determine whether students understand a concept or for review.
Closed-ended questions are common in everyday communication situations. We use them when we need specific information quickly:
Closed-ended questions and statements are appropriate on a pop quiz, to check for understanding, or to determine whether students completed their homework. However, for other purposes, their effectiveness is limited. For example, they are not effective when you want students to open up and freely express feelings or ideas. Closed questions do not usually encourage reflective dialogue or creative thinking. Faced with a barrage of closed-ended questions, students sometimes feel that they are being interrogated. Similarly, they may interpret a series of closed questions as an attempt by the teacher to control the direction of the discussion.
Another often-overlooked danger in closed-ended questions is that the question itself could be misleading. For example, young children will ask, “Is Santa Claus real?” Phrasing the question in this manner suggests that Santa Claus has physical characteristics; taken as a closed-ended question, it precludes discussion of the spirit of Christmas or the nature of contemporary Christmas traditions. Indeed, most children who ask this question are just becoming aware of symbols and metaphors, so I prefer to interpret the query as a child’s effort to begin a discussion about Christmas and gift-giving. It is an opportunity to enter into an open-ended dialogue about who or what Santa Claus represents, the reason(s) that people give gifts, whether a true gift needs recognition of the giver, our own roles in our families and communities, and other related ideas as the conversation unfolds.
Many questions at the lower levels of Bloom’s Taxonomy – particularly knowledge and comprehension – are closed-ended questions. Higher order reasoning such as synthesis and evaluation is stimulated through the use of open-ended questions.
Asking an open-ended question (sometimes called a divergent question) is a way to elicit discussion, brainstorm solutions to a problem, or create opportunities for thinking outside the box. The highest-order open-ended questions engage students in dynamic thinking and learning, where they must synthesize information, analyze ideas and draw their own conclusions. Some examples are:
Open-ended questions can also be phrased as commands or statements:
When students believe that you have a “correct answer” in mind, they are slow to respond. On the other hand, a true open-ended question sincerely invites authentic reflection and discussion.
Questions such as the above invite the students to elaborate on their thoughts without limiting the direction of the discussion. That’s because, like the response to Robbie’s questions, a respectful answer will be longer than a word or phrase. Instead, an appropriate response requires at least a few sentences or paragraphs. Beware! Answers to open-ended questions can surprise and baffle even the most experienced educators.
Engaging Students at a Deeper Level
For the purpose of student engagement, an open-ended question is a powerful tool that any teacher can employ. I am not talking about an occasional question thrown out to the class. Nor do I mean a rhetorical question, to which the teacher has a pre-conceived answer. When students believe that you have a “correct answer” in mind, they are slow to respond. On the other hand, a true open-ended question sincerely invites authentic reflection and discussion.
In the larger community outside the classroom walls, few issues are black-and-white. That’s why, in order to become fully contributing members of our society, adolescents need to become critical thinkers, find their own voice, and be recognized for having opinions that matter. Innovative thinking is valued in our fast-changing society, and our classroom questioning techniques can help prepare young adults for what lies ahead.
Formulating open-ended questions is often more difficult than designing closed-ended questions. Open-ended questions or statements are most appropriate when you want to:
Effective teachers use a combination of open and closed questions, depending on their purpose. In designing lesson plans, we keep in mind learning outcomes. As our lesson plan becomes more specific and detailed, we ask ourselves, “What is my objective?” or “What kind of question will help achieve the learning outcome?”
Let’s say that you are teaching a lesson on poetry. You have already motivated the students by linking poetry with music. Perhaps you have discussed how the lyrics and melody of a song reinforce the theme. Now it’s time to see if the learners understand a poem that was assigned for homework. Whether you ask the initial questions orally or in writing, you want to “warm up” your students with some relatively straightforward, closed questions (simple recall) such as:
After three or four such closed questions, students are ready to think about and respond to some open-ended, higher-level questions, such as:
A similar technique can be utilized in designing quizzes. In setting the questions, I usually begin the quiz with relatively straight-forward recall or recognition questions before moving to more complex, open-ended questions.
Once students are familiar with different questioning styles, they can be asked to design their own questions. For example, students who are dissecting a frog might be required to compose three closed-ended questions and three open-ended questions about that activity. The nature and depth of their questions will often surprise even the most experienced educators. They might be ready to explore the concept of metacognition and/or Bloom’s taxonomy of questions.
Since the term “metacognition” was coined by John Flavell in the 1970s, the concept has become an important part of the ongoing dialogue about student learning. Metacognition – i.e., an individual’s awareness of his or her thought processes – requires an ability to stand back and observe oneself. Most adolescent learners are mature enough to review their progress, identify their achievements, and chart their direction.
Inside and outside the classroom, we all need to be mindful of open-ended questions that masquerade as closed questions. When a student asks me, “Should I go to college?” he has phrased his question as if it is closed-ended. In reality, this is an example of an open-ended question disguised as a closed question. The person asking the question does not want a one-word answer “Yes” or “No.” The underlying message I take from this question is that the student wants to talk about the implications of pursuing a post-secondary education, whether making the commitment is a good idea, how much it will cost, and who knows what else.
Parent-Teacher Communication
Meeting parents in person is an ideal time to ask open-ended questions. The purpose? To learn something unique about each student from the parent’s perspective. On Parent-Teacher night, parents sometimes have to wait in line to meet their child’s teacher. Those few minutes are precious. How can they best be utilized? I have engaged parents and learned more about my students by having paper and pens handy, with open-ended questions or statements that will provide insight into my students’ needs and abilities, or parental expectations – questions such as:
Of course, questions should be tailored to meet different objectives or to reach out to specific communities of learners.
Conclusion
When we ask open-ended questions of ourselves and our students, the answers sometimes surprise us. Here are some sample questions you might ask of yourself or your students to explore your thoughts:
If I were not in school right now, I would be ….
The most amazing thing that happened to me …
I think school could be …
I wish people would …
My idea of happiness is …
In five years, I want to …
In moments of weakness I …
My worst fear is …
My greatest hope is …
I’m good at …
I’m not good at …
I live by this principle:
So, go ahead. Ask an open-ended question and explore the cognitive domain. You never know what you might learn.
About the author
Mary-Anne Neal
Mary-Anne Neal, MEd, taught secondary school for 15 years and is now an Associate Faculty member of Royal Roads University, where she teaches school principals in the Master of Educational Leadership and Management program, online and face-to-face, in Canada, the U.S. and China.
PSSA PREP
simile
a comparison using like or as
metaphor
A comparison of two or more things not using like or as
hyperbole
Exaggeration or overstatement.
personification
Giving human-qualities to non-human things
irony
Something happens that was the opposite of what was expected.
bias
A judgment based on a personal point of view.
author's purpose
The author's intent either to inform or teach someone about something, to entertain people, or to persuade or convince their audience to do or not do something.
alliteration
The repetition of initial consonant sounds in neighboring words.
allusion
An implied or indirect reference in literature to a familiar person, place or event.
autobiography
The story of a person's life written by himself or herself.
biography
The story of a person's life written by someone other than the subject of the work.
Cause and Effect
Cause statements stem from actions and events, and effects are what happen as a result of the action or event.
Characterization
The method an author uses to reveal characters and their various personalities.
Climax
the high point of suspense in a short story or novel.
compare
To find the similarities between two things.
conflict
The problem or struggle in a short story or novel.
context clues
Information from the reading that identifies a word or group of words.
contrast
To find differences between two things.
dialogue
conversation between people in a literary work
Differentiate
Distinguish, tell apart and recognize differences between two or more items.
Editorials
A newspaper or magazine article that gives the opinions of the editors or publishers; an expression of opinion that resembles such an article.
Exaggeration
To make an overstatement or to stretch the truth.
Fiction
A story or novel that is not true; it is made up from the imagination.
Figurative Language
Language that cannot be taken literally since it was written to create a special effect or feeling.
First Person
A personal point of view using the "I" point of view. May also contain me, our, we, us.
Free Verse
Poetry that does not have meter or rhyme scheme. It sounds more like regular speech.
Generalization
A conclusion, drawn from specific information, that is used to make a broad statement about a topic or person.
Imagery
A word or group of words in a literary work which appeal to one or more of the senses: sight, taste, touch, hearing and smell using figurative language.
Inference
understandings gained by "reading between the lines"
Informational Text
It is nonfiction, written primarily to convey factual information. (e.g., textbooks, newspapers, reports, directions, brochures, technical manuals, etc.).
Sarcasm
The use of a word or phrase to mean the exact opposite of its literal or usual meaning
Limerick
A light or humorous verse form of five lines, of which lines 1, 2 and 5 rhymes and lines 3 and 4 rhyme.
Main Idea
The main idea is the author's central thought; the topic sentence of a paragraph.
Meter
The repetition of stressed and unstressed syllables in a line of poetry.
Mood
The emotion created in the reader
Narrative
Text that tells a story. It may contain dialogue.
Nonfiction
Writing that is true.
Onomatopoeia
The use of words whose sounds express or suggest their meaning (ex.: hiss, pop, bang)
Plot
The sequence in which the author arranges events in a story. The structure often includes the rising action, the climax, the falling action and the resolution.
Point of view
who tells the story (1st, 2nd, 3rd person)
Problem/Solution
An organizational structure in nonfiction texts, where the author typically presents a problem and possible solutions to it.
Compare/Contrast
An organizational structure in nonfiction texts, where the author typically finds the similarities and differences between two objects.
Sequence
An organizational structure in nonfiction texts, where the author typically shows an order of events in time order OR by using time order words (first, second, next, then).
Name-calling propaganda
an attack on a person instead of an issue.
bandwagon propaganda
attempts to persuade the reader to do, think or buy something because it is popular or because "everyone" is doing it
red herring propaganda
attempt to distract the reader with details not relevant to the argument
emotional appeal propaganda
attempt to persuade the reader by using words that appeal to the reader's emotions instead of to logic or reason.
testimonial propaganda
to persuade the reader by using a famous person to endorse a product or idea (for instance, the celebrity endorsement).
repetition propaganda
attempts to persuade the reader by repeating a message over and over again.
sweeping generalization (stereotyping) propaganda
makes an oversimplified statement about a group based on limited information.
circular argument propaganda
states a conclusion as part of the proof of the argument.
appeal to numbers, facts, or statistics propaganda
attempts to persuade the reader by showing how many people think something is true.
solution
The solution to the conflict of the story.
Rhyme
Identical or very similar recurring final sounds in words usually at the end of lines of a poem.
Rhythm
The pattern or beat of a poem.
Setting
The time and place in which a story unfolds.
Sonnet
A lyric poem of fourteen lines whose rhyme scheme is fixed.
Symbolism
A device in literature where an object represents an idea.
Theme
a major idea broad enough to cover the entire scope of a literary work.
Third Person
the "third person" point of view presents the events of the story from a narrator's point of view (he, she, it, they, them, their, her, his, or character's names are used)
Tone
The attitude of the author toward the audience and characters (e.g., serious or humorous).
propaganda
used to influence people to believe, buy, or do something.